建构主义背景下支架式教学模式在高中议论型课文教学中的应用研究

论文摘要

进入21世纪以来,各种教育理念已经开始逐年被国内的学者们所接受。然而,事实上在具体的教学实践应用中,很多时候一种教学模式的采用都是一刀切式的,而没有具体问题具体分析,因势利导量体裁衣。支架式教学是通过提供一套恰当的概念框架来帮助学习者理解特定知识,建构知识意义的教学模式,在数学、科学课程、语文等学科领域应用较为广泛,但在英语教学中的应用研究国内相对较少。笔者在大量阅读了有关支架式教学研究的相关文献后发现支架式教学核心的特点是以学生为中心,利用情境、协作、会话等学习环境要素充分发挥学生的主动性、积极性和首创精神。这一特点恰恰同中学英语议论型课文学习中教师引导,学生参与性探讨以及个体观点构建的要求契合。鉴于支架式教学模式应用于高中议论性课文教学的可能性和必要性,本研究尝试将支架式教学模式同我国高中英语议论性课文教学有机结合起来,探究这种新的教学模式对高中英语议论性课文教学中的影响和效果。并提出以下研究问题:1)支架式教学模式是否有利于促进学生对高中英语议论性课文的学习?2)高中生是否愿意接受支架式教学模式教学?为此,作者专门选取郑州第十七中学高一年级两个平行班共80人进行为期十周的教学对比实验,研究步骤主要包括实验前的前测,实验后的后测以及实验后的问卷三部分。在实验结束后笔者认真整理了相关数据,并通过SPSS对所得数据进行了相应处理,从而对该模式应用于高中议论型文章教学的效果进行了对比验证。并最终得出结论:1)支架式教学模式对高中英语议论性课文的学习具有促进作用。2)支架式教学模式得到了绝大多数受试者的认可。本研究实验证明,支架式教学模式下的议论性课文学习是切实可行的,对促进高中英语教学具有重要的意义。文章最后,笔者在数据分析的基础上提出了对本次教学实验的一些思考,供进一步研究和探讨。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 The Background of the Study
• 1.2 Current Research on English Teaching Based on Constructivism and Scaffolding
• 1.3 The Promising Outcome and Significance of the Study
• 1.4 Organization of the Paper
• Chapter 2 Theoretical and Practical Bases of the Research
• 2.1 Constructivism
• 2.2 The Definition of Scaffolding
• 2.3 The Specific Characteristics of Scaffolding
• 2.3.1 Highlight the Opening of Teaching
• 2.3.2 Highlight the Subjectivity of Learners in the Teaching
• 2.3.3 Emphasize the Importance of Teaching Scene
• 2.3.4 Stress Collaborative Learning
• 2.3.5 Stress Self-evaluation in Learning Process
• 2.4 Argumentation
• 2.4.1 The Main Characteristics of Argumentations
• 2.4.2 The Key Points of Learning Argumentation
• 2.5 Feasibility of Applying Scaffolding to Argumentative Text Teaching
• 2.6 Necessity of Applying Scaffolding to Argumentative Text Teaching
• 2.6.1 Traditional Mode in Disagreement with the New Curriculum Reform
• 2.6.2 Scaffolding Theory in disagreement with English Curriculum Reform
• 2.7 Strategy of Scaffolding Instruction in English Argumentation Text Teaching
• Chapter 3 Research Design
• 3.1 Participants
• 3.2 Instrument and method of the experiment
• 3.2.1 Pre-test
• 3.2.2 Post-test
• 3.2.3 Questionnaires
• 3.2.4 Microsoft Excel and SPSS
• 3.3 The Research Procedures
• 3.3.1 The Pre-test
• 3.3.2 Student Group Notes
• 3.3.3 The Post-test
• 3.3.4 Data Collection and Analysis
• 3.4 Purpose of Research Design
• 3.5 Teaching Cases of Scaffolding Applied in Argumentative Text
• 3.5.1 Teaching Content
• 3.5.2 Design Idea
• 3.5.3 Teaching Goals
• 3.5.4 Key Points of Teaching
• 3.5.5 Hard Points of Teaching
• 3.5.6 Instructional Aids
• 3.5.7 Main Methods of Teaching
• 3.5.8 Teaching Procedures
• Chapter 4 Data Analysis and Discussion of the Result
• 4.1 Results of the T-test analysis
• 4.1.1 Paired Samples Test of CC
• 4.1.2 Paired Samples Test of EC
• 4.1.3 Independent Samples Test between EC and CC in pre-test
• 4.1.4 Independent Samples Test between EC and CC in Post-test
• 4.2 Results of the Questionnaire
• 4.2.1 Summary account of the questionnaire
• 4.2.2 Analysis of the questionnaire result
• 4.3 Discussion and Reflection of the Experiment Design
• Conclusions
• Findings of the Study
• Limitation of the Study
• Future Study
• References
• Appendix A Questionnaire
• Appendix B Statistics of the Scores in Two Classes
• Appendix C 详细中文摘要
• Acknowledgements